Learning to Lead: The ROTC Training Experience at Ripon College, 1992-2019

LEARNING TO LEAD The ROTC Training Experience at Ripon College, 1992-2019

Celebrating the 100TH Anniversary of the Reserve Officer Training Corps at Ripon College

Cadet Nathan Faucett ’19

William J. Woolley, Ph.D., Professor of History Emeritus, Advisor

Introduction The ROTC Unit at Ripon College has a long and highly distinguished history. It was created in 1919 as one of the first units in Wisconsin. Within a few years it was also recognized as one of the best units in the state. Since then, eight cadets have gone on to become generals in the Army, one of the highest ratios of generals to cadets in the nation.

Since participation in the first two years of the program was, for decades, mandatory for male students in Ripon as well as in the nation, the Ripon ROTC Battalion was the largest student organization on campus until the end of the 1960s. As a result, much of student life and social activities were organized by the cadets in the battalion. In addition, elements of the battalion participated in ROTC-sponsored events all over the country.

This dominance came to an end in the 1970s. Participation in the program was no longer mandatory as interest in military service declined rapidly in the country. As a result, enrollments in the program in Ripon declined until it was no longer economically feasible for it to continue as an independent battalion. Thus, in 1991, the Ripon Unit was combined with units at several other campuses in the region to become the Fox Valley Battalion headquartered at the University of Wisconsin-Oshkosh. While the end of the Ripon Unit as an independent battalion was a major disappointment, the experience of training with the new Fox Valley Battalion has been robust, with the battalion consistently winning recognition as among the best in Wisconsin and the Midwest.

The following year, 1992, several cadets and other interested students working under my oversight published a booklet titled Faith and Courage: The History of the Ripon ROTC Unit. 19191991. While that booklet is no longer in print, it is available online at ripon.edu/rotc/faith-and-courage. A digitial version of this book also is available at ripon.edu/rotc/learning-to-lead.

Several years ago, I was asked by Lieutenant Colonel Daniel Zimmerman, who had overseen the Ripon Unit 10 years earlier, to mentor cadets in carrying out the research to update the booklet in time to celebrate the 100th anniversary of military training at Ripon. A surprising number of cadets agreed to participate in the project. However, while they began the project with significant enthusiasm, we quickly ran into several almost insurmountable problems. Written records of unit activities in the period were almost totally nonexistent. In addition, the original history, Faith and Courage, was published using software that is now no longer compatible with the College’s current technology package, making the publication of a revised edition of the book highly problematic.

As a result, it was finally decided to publish the results of the project as an independent booklet that would update Faith

and Courage as far as we could. The update would focus on the military training experienced by cadets in the Red Hawks Company rather than on the unit’s activities as either a campus or military organization. But, then, while it was originally assumed that the main audience for the revised edition of Faith and Courage would be Ripon ROTC alumni, it was quickly seen that the new booklet would also be useful to first-year and prospective students who might be interested in being part of the program.

Thus, we have included background information that might be of interest to the latter audience as well.

Therefore, this booklet is organized into two parts. The first part consists of two short introductory sections providing a very brief history of the national ROTC program and an outline of the organizational structure of the Fox Valley Battalion. The bulk of the booklet is a more detailed description of the cadet experience in the program. The research for both sections was carried out by Ripon cadets including Marissa Baker ’20, Christian Ryan ’19, Austin Houston ’17, Lindsey Karras ’20, Ryan Krogsgaard ’20, Jacob Kramer ’19, Justin LaFleur ’19, and Aubreigh LaFleur ’19.

Cadet Nathan Faucett ’19 then wrote the section on the cadet experience and prepared the book for publication.

A number of people helped make this booklet possible and Cadet Faucett and I would like to recognize and thank them here. First, we want to thank former Wisconsin Supreme Court Justice Jon P. Wilcox ’58 for his generous financial support for this publication. Next, thank you to Captain Kyle Cordas, the former assistant professor of military science at Ripon College, and Captain Adam Larson for their enthusiastic support of this project. Third, we want to recognize and thank Betty Furman who is the Fox Valley Battalion secretary and who has been publishing a biannual battalion newsletter since 2007 that was virtually our sole documentary source and who gave us access to the battalion’s photograph collection. Fourth, we would like to thank Major Jeffrey Painter, Lieutenant Colonel Scott Bolstad and Captain Matt Holley, who agreed to be interviewed by cadets and provided valuable insights into their experience as cadre personnel in the program, and Cadet Nicholas Henning who provided much of the information about cadet experience in the Military Science IV portion of the program. Finally, we would like to thank Ric Damm, director of creative and social media, and Loren Boone, former director of college relations, for the editorial support provided to give this publication the professional look that characterizes all Ripon College publications.

William J. Woolley Professor of History Emeritus

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The National ROTC Program, 1992-2019 The Army’s ROTC program, as well as the Army in general, found itself facing a variety of challenges in the 28 years since the assimilation of the Ripon unit into the Fox Valley Battalion in 1991. Both had to deal with the problems and opportunities created by a rapidly changing society. The two most significant challenges were in dealing with cost reductions and with recruiting. There were also changes in the national culture, in technology and in the leadership problems found in the asymmetric combat situations in which the Army seemed to be continually engaged for much of this period. Nearly all of these had their impact at the level of individual college-based units such as the Red Hawks Company at Ripon College.

Cost reduction became a continuous issue in the Army as the Cold War receded and priority given to defense- spending decreased. As funding began to diminish, Cadet Command, the organization created within the Army in 1986 to control the ROTC program, began looking for ways to reduce costs.

This led to a variety of measures and experiments the most significant of which was the virtual end of the original two-level structure of the college program with a two-year Basic Course that enrolled many cadets out of which the most serious then enrolled in a final two-year Advanced Course. The large Basic Course serving many students who would not likely go on was now seen as a luxury. It was de-emphasized to the point that ROTC at any participating school was now basically a single four-year program.

Efforts were also made to reduce the number of fouryear scholarships, to reduce representation at prestigious, but expensive, elite schools, consolidation of Advanced Camps and major reductions in the number of officer and noncommissioned officer cadre assigned to units. All of this was also pervaded with a continuous debate as to whether the program itself should focus on the quantity or the quality of the officers it produced. The Ripon Unit was impacted by all of this. Indeed, the consolidation of the Ripon Unit into the Fox Valley Battalion was chiefly dictated by the issue of cost reduction. Recruiting and retention had been a problem for the program ever since the Vietnam War had seriously diminished the attractiveness of service. The end of the Cold War exacerbated this, as did the booming economy of the 1990s and years up to 2008 which offered jobs and higher salaries and wages. This problem became particularly acute in the 1990s with 1999 being the worst recruiting year for the Army since 1979. Again, a number of efforts were

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made to improve recruiting. Marketing was centralized, service obligations for those commissioned in ROTC were reduced and a special outreach program aimed at Hispanics was introduced.

Retention, the other side of the recruiting issue, was also given greater attention.

The Reserve Officer Training Corp College units were Shoulder Sleeve Insignia, used by not directly involved all Army ROTC programs and well known on many college campuses in overall recruiting across the United States. but were expected to recruit for their programs. On occasion, special recruiting teams were sent to colleges to assist and entry into the program was open to sophomores as well as freshmen.

Other issues arising from changes in public attitudes toward the Army were felt at all levels of the ROTC program. ROTC was expected to adhere to the “Don’t Ask, Don’t Tell” policy and to changing social attitudes in the nation regarding homosexuality. Greater efforts were made to recruit women.

Diversity in the Army officer corps, or the lack thereof, became an issue so important that Cadet Command created a special Commission on Diversity in the Army to deal with the issue. The effort also included outreach to the Hispanic population.

In addition, the demands of the new asymmetric warfare (warfare involving surprise attacks by small, simply armed groups on a nation armed with modern high-tech weaponry; warfare in which opposing groups have unequal military resources and the weaker opponent uses unconventional weapons and tactics, as terrorism, to exploit the vulnerabilities of the enemy) provided challenges which even junior officers might face and demanded greater training in the ability to interface with native civilian organizations and with the cultures of peoples in remote combat areas.

Increasing attention was given to foreign-language abilities and programs were created that allowed senior cadets to gain

experience living in a foreign culture for several months.

The basic structure of the ROTC program that used welltested courses and labs alongside specific off-campus field training topped off with a four-week Advance Camp for cadets between their junior and senior year changed little in this period. However, there were significant changes in the contents of some of the training experiences. In addition, in the last 15 years the Army has added a large number of optional special summer programs such as Cadet Troop Leader Training, Cultural Understanding and Leadership Program, Cadet Basic Camp and Project Go which both enhance a cadet’s training and add interest and excitement.

Finally, the information technology revolution impacted the program as well, as it did in all areas of education. Efforts were made to introduce technology enhanced education methods into the program while also trying to acquaint cadets with the technological advances they would encounter when they entered the service.

While the overall program, with its annual routines and overall structure seemed to remain unchanged in the 28 years since the assimilation of the Red Hawks Company into the Fox Valley Battalion, there were many changes in the content of the program that offered continued challenges to both the cadets and the cadre personnel.

The Fox Valley Battalion When students join the Ripon Red Hawks Company, either formally or informally, they become members of a unique educational and military organization. The Red Hawks Company is part of the Fox Valley Battalion which is one of five ROTC units in Wisconsin. An ROTC unit is unique in that the cadets are responsible for training themselves with the aid and guidance of a few cadre officers and noncommissioned officers from the Army.

To conduct this training and to give cadets practical experience with leadership roles in an Army organization, both the Fox Valley Battalion and the Red Hawks Company are structured in the same way as regular Army battalions and companies. Cadets hold all officer, noncommissioned officer, and junior enlisted positions. At the company level these positions include first a cadet company commander who is responsible for planning company-level training and for liaison with the battalion staff. The cadet company commander is assisted by a cadet company cxecutive officer who is responsible for administrative matters and a cadet first sergeant who is largely responsible for morale, welfare and troop tracking. The next level in the company is the platoon which is headed by a cadet platoon leader who has overall responsibility for platoon training. The cadet platoon leader is responsible for planning platoon-level training exercises and is assisted by a cadet platoon sergeant. At the base of the structure is the squad led by a cadet squad leader.

At the battalion level, cadet officers fill positions like those found in a battalion staff with a cadet battalion commander responsible for providing overall direction to the staff. The

cadet battalion commander is assisted by a cadet battalion executive officer, a cadet command sergeant major and five staff officers including a cadet training officer who is responsible for planning all battalionlevel training activities. Cadets from The Fox Valley Battalion Distinctive the Ripon Red Hawks Unit Insignia was updated and Company are often approved in 2018. selected to fill one or more of these battalion staff positions.

The large number of officer and noncommissioned officer positions in the organization together with the fact that these positions are rotated during the year means that even cadets at the sophomore (Military Science II) level will be given leadership opportunities and that by the time they become seniors (Military Science IV) they will have had a large number of leadership roles over a period of three years.

The cadre officers and noncommissioned officers who guide and support this organization at the battalion level include a professor of military science who is a lieutenant colonel or above. The officers also include an assistant professor of military science who can be either an officer

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or a noncommissioned officer depending on availability, and a senior military instructor who is the senior enlisted instructor. At the company level, the senior officer is the assistant professor of military science who is usually a captain, although in times of budget austerity, the position

has been held by a senior noncommissioned officer and a senior military instructor, who is a highly experienced noncommissioned officer. Both officers carry out instructional duties as well as guide the activities of the cadet officers.

FOX VALLEY ROTC BATTALION AND RED HAWKS COMPANY LEADERSHIP

Lieutenant Colonel Keven Beattie, professor of military science at the University of Wisconsin-Oshkosh

Captain Kyle Cordas, assistant professor of military science at Ripon College

Sergeant James Wilson, senior military instructor at Ripon College

The Fox Valley ROTC Battalion is comprised of the University of Wisconsin-Oshkosh “Titans” Company; University of WisconsinGreen Bay and St. Norbert College “Green Knights” Company and Ripon College and Marian University “Red Hawks” Company.

Above, the Battalion stands at attention for a photo during the 2018 Super Lab.

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The ROTC Cadet Experience at Ripon College CADET NATHAN FAUCETT ’19 Introduction to the Program: The Military Science I Year At​ ​the​ ​beginning​ ​of​ ​each​ academic year​ ​new​ ​students ​arrive​​ ​ at​ ​Ripon​ College.​​ ​Some of​ ​them arrive ​having ​already formed an intention​​to​​try out​ROTC at the College.​​Those​​ students​ ​would​ ​have​ ​ ​been​ ​formally recruited​ ​during college admissions e​ vents at their high schools or became interested​​ at​ high ​school​ ​during​ ​events​ ​where​ ​all​ ​the​ various college programs​ ​were​ ​displayed.​ ​Or​ they could have ​just followed​ ​ someone​ ​they​ ​knew​ ​into​ ​the​ ​program.​ ​Their reasons for joining vary. ​Some​ ​of the new arrivals ​do so​ ​due​ ​to​ ​a​ ​family​ ​ history​ ​of​ ​service. ​​Others​ ​join​ ​because​ ​they ​ ​want​ ​to​ ​start​ ​ a​ ​tradition​ ​of​ ​service themselves. ​ ​Some​ ​​sign up​ to ​make​ ​ themselves​​better people​. And some sign up ​to​m ​ eet​​others​​ with​ ​a mindset​ ​like​ ​their​ ​own. In addition some​ ​of​ ​the students​ ​who​ ​knew​ ​about​ ​the​ ​program​ ​had​ ​gotten​ ​a​ ​four-​ ​or​ three-​​year​ ​scholarship​ ​which​ ​they ​applied for​ ​during​ ​their​ ​ junior​ ​or​ ​senior​ ​year​ ​of​ ​high​ ​school.​ Finally, some actually learn about the program only after they arrive and sign up for it purely because it sounds interesting and because there is no initial commitment to the entire program. ​Students​​who​​ enter​ ​ ​the​ ​program​ ​are not​ ​bound​ ​by​ ​any​ ​sort​ ​of​ ​contract​ ​ but​ ​are​ ​encouraged​ ​to​ ​participate​ ​as​ ​much​ ​as​ ​they would like​ even ​if they​ ​are not ​seeking​ ​a​ ​commission​ ​upon​ ​the​ ​ completion​ ​of​ ​their​ ​college​ ​career.

The​ ​Military​ ​Science​ ​I​ ​(MSI)​ ​year​ ​is​ ​the​ ​cornerstone​ ​and introductory​ ​year​ ​for​ ​cadets​ ​even​ ​though​ ​it​ ​is​ ​not​ ​required​​ ​to​ ​ contract​formally into the program ​or​to gain a ​commission.

The MSI​ ​year​ ​revolves​ ​heavily​ ​around​ ​introducing​ ​the newcomers​ ​to​ ​the​ ​experience ​they​ ​will ​find​ ​later on​ ​as​ ​ cadets.​​It is also an introductory​​year in which​​MSI​​cadets​​ are​ ​introduced​ ​to​ ​the​ ​structure​ ​and​ ​functions​ ​of​ ​the​ ​Army​ ​ and its​ ​units and to ​basic​ ​military​ ​skills​ ​such​ ​as​ ​marching,​ ​ drill ​and​ ​tactical​ ​movements.​ ​Finally,​ ​and arguably​ ​what​ ​is​ ​ the​ ​most​ ​difficult​ aspect of the program ​for​ ​new​ ​cadets​,​ ​is​ ​ the​ early morning ​physical​ ​training​ ​(PT) aspect​ ​of​ ​the​ ​Army​ ​ which​ ​is ​introduced​ ​in​ ​full​ ​with​ ​three​ ​required​ PT​​ ​sessions​ ​ throughout​ ​any given​ ​week.

Classes​ ​for​ ​the​ ​MSI​ ​curriculum​ ​revolve​ ​primarily​ ​around​ ​ giving​ ​an​ ​introduction​ ​to​ ​the basics​ ​of​ ​the​ ​ ​military in the United States​ ​and,​ ​more​ ​specifically,​ ​the​ ​U.S.​ ​Army.​ ​Each​ ​ classroom​ ​portion​ ​is taught​ ​by​ ​one​ ​of​ ​two​ Army cadre personnel ​who ​are​ traditionally ​located​ ​at​ ​Ripon​ ​College​,​

A Military Science I cadet crosses a triple-rope bridge during an obstacle course challenge at Fort McCoy, part of the fall Battalion Field Training Exercise in 2017. with the number assigned depending on the current military budget and the availability of​ ​personnel​.​ ​The​ ​character, experience​ ​and​ ​expertise of​ ​the​ ​instructors,​ ​who may be​ ​a​ ​ sergeant​ ​first​ ​class​ ​or​ ​a​ ​captain,​ ​​play a large role in ​how well​ ​ the​ ​students​ ​learn​ ​and​ ​develop​ ​as​ ​cadets.​ ​Ripon​​ ​cadets​ ​have almost ​always​ felt​ ​that​ ​they​ ​had​ ​been​ ​blessed​ ​with​ ​some​ ​of​ ​ the​ ​most​ ​tactically​ ​and​ ​technically​ ​proficient instructors​ ​in​ ​all​ ​ of​ ​ROTC. As​ ​the​ ​cadets​ ​move​ ​through​ military science ​classes,​ ​they​ ​ learn​ ​about​​ ​rank​ ​structure, military​ ​movement​ ​techniques​ ​ and​ the ​chain​ ​of​ ​command.​ ​Each​ ​day​, as​ ​a​ ​new​ ​class​ ​session​ ​ is held,​ ​a​ ​new​ ​topic​ ​is​ ​covered.​ ​At the​ ​beginning​ ​of​ ​the​ ​ year,​ ​emphasis​ ​is​ ​put​ ​on​ ​learning​ ​the​ ​ranks and​ ​chain​ -of​ -command​ ​structure​ ​which​ ​is​ ​so​ ​heavily​ ​utilized​ ​in​ ​both​ ​ ROTC​ ​and​ ​all​ ​Army​ ​units. Small​ ​quizzes​ ​are​ ​given​ ​​ ​to​ ​

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ensure​ ​that​ ​cadets​ ​can ​recognize​ ​the​ individual ​ranks​ ​and​ ​ positions.​Next, considerable attention is given to ​small​ -unit​ infantry ​tactics​.​ ​This​ is​ ​chiefly ​due​ ​to​ ​the​ ​basic tactical doctrine of the Army which is ​that​​each​​and​​every​​job​​ should​ ​revolve around​ ​supporting​ ​the​ ​infantry​ ​and​ ​thus​ ​one​ ​ should​ ​understand​ ​what​ ​the​ ​infantry​ ​does.​ ​Finally, there are a number of miscellaneous​ ​classes​ ​that ​ ​support​ ​the​ ​lab​ sessions ​which​​ ​correlate​ ​with them​ ​that​ ​week.​ ​These​ ​classes​ deal with a variety of ​skills, such as how to set up a radio and how to apply a tourniquet properly,​​that​​cadets​​will likely​​ end​​up​​finding invaluable​​in field training and as officers.

All​ ​these​ ​things​ ​are​ ​implemented​ ​during​ two​-​​hour​​ ​lab ​​ sessions​ which​​ ​occur one​ ​day​ ​a​ ​week in which ​cadets​​ ​ apply​ ​the techniques ​they ​learned​ ​in​ ​class​. These labs​ ​often take place outdoors ​in​ ​the​ ​South​ ​Woods​ ​area​ ​of​ ​Ripon​ ​or​ ​ in​ ​the​ ​Ripon​ ​College Ceresco Prairie Conservancy.​ ​These​ ​ labs​ ​are​ ​led​ ​by​ ​a​ ​Military Science III​ ​or​ ​Military Science IV​ ​ cadet​ who​ ​would​ ​be​ ​a junior​ ​or​ ​senior,​ ​respectively.​ The labs also include such things as land navigation, survival training and small-unit tactics depending on the focus and intent of the training for the week. ​New​c​ adets​​are​​given extensive​ ​opportunities​ ​to​ ​participate​ ​and​ to​ show​ ​that​ ​they​ ​ understand​ ​and​ ​can​ ​properly​ ​execute​ ​any​ ​given task​ ​they​ ​ may​ ​have ​​learned​ ​within​ ​a​ ​previous​ ​class​ ​session.

The​ Army’s ​chain​ ​of​ ​command​ ​is ​explained​ ​to​ ​all​ ​incoming​ ​ cadets​in their classes and it is also the ​​ basis upon which cadets in the program are organized so that it becomes a part of their training experience. ​Ripon​​ ​cadets, along​ ​with​ ​cadets​ ​ from​ ​Marian​ ​University​ ​in​ ​Fond​ ​du​ ​Lac,​ ​form​ ​what​ ​is​ ​called​ ​ the​ ​Red​ ​Hawk Company​ ​(RHCO).​ The ​RHCO​ ​will​ ​usually​​ ​ have​ only ​the​ ​number​ ​of​ ​personnel​ ​to​ ​create​ ​a platoon​ -sized​ ​element,​ ​but​ ​it is ​fashioned​ ​in​ ​a​ ​way​ ​that​ ​represents​ ​ a​​company​-s​ ized​​unit. It is made up of two platoons containing two squads each. Advanced cadets make up the leadership of these units. Two​ ​squad​ ​leaders​ ​are​ ​ ​the​ ​lowest​ ​ leadership​ ​positions,​ ​answering​ ​to​ ​a​ ​platoon​ ​sergeant​ ​and platoon​ ​leader.​ ​The​ ​cadets ​holding​ ​those​ ​positions​ ​change​ ​ from​ ​month​ ​to​ ​month​ ​or​ ​as decided​ ​by​ ​cadre,​ ​which​ ​allows​ ​ everyone​ ​to​ ​get​ ​leadership​ ​experience.​ ​Above​ ​these​ ​personnel are ​a​ ​first​ ​sergeant,​ ​a company​ ​commander​ ​and​ ​a company​ ​ executive​ ​officer,​ ​who ​are​ ​the​ ​key​ ​personnel​ ​in​ ​a​ ​functioning​ ​ unit.​ ​The new cadets​ ​are​​ ​taught​​ officer duties ​ ​and​ instructed that they will have a number of opportunities​​to​​hold​​these​​ positions​ ​ later as​ ​they​ ​progress​ ​through the program.​ ​ Another basic element of the ROTC program introduced during the MSI year is the​​​physical​​training​​(PT) sessions

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Cadet Tommy Bianchi ’22 of the Red Hawks Company, takes the oath of enlistment while suspended on the Fort McCoy rappel tower during his Military Science I year. He is the recipient of a four- year national ROTC scholarship. held​​​early​in the ​morning​. These sessions build up the physical fitness of the cadets and emphasize the importance the Army places on maintaining physical fitness. Noncontracted cadets​ ​are ​expected​ ​to​ ​attend​ ​three​​ ​of​ ​the five​ ​ hour-long physical​ ​training​ ​sessions during​ ​a​​ ​week, usually ​ those held from 6-7 a.m. (0600- 0700 military time) on ​​ Mondays,​ ​Wednesdays​ ​and​ ​Fridays​. Contracted cadets are expected to attend all five days unless they receive unusual permission from cadre to skip.​​The PT sessions are planned and led by a different cadet officer-in-charge​​who could be either an ​Military Science II (MSII),​​Military Science III (MSIII) ​or​​Military Science IV (MSIV) cadet. PT sessions are usually either timed runs for conditioning or pushups and sit-ups to improve muscular strength. ​After PT, most cadets go to breakfast together which many consider one of the best moments in the program as it provides for camaraderie and bonding and compensates for having to get up at 5:30 a.m. ​​

During both the fall and spring semesters, all ​cadets​​are also​​ expected​ ​to​ ​take​ ​the​ ​Army​ ​Physical​ ​Fitness​ ​Test​ (APFT). The test consists of two minutes of push-ups, two minutes of sit-ups and a timed two-mile run​​once per​​month​​​​to​​gauge​​ what​ ​aspect​ ​of​ ​physical​ ​training​ is ​needed​ individually.​ This, too, has its pleasant side at Ripon with a traditional postAPFT breakfast featuring “victory waffles.” PT at Ripon also tends to be a bit competitive and many cadets spend some of their spare time working out at the college fitness center to improve their performance. ​The​ ​cadets​ ​are ​also​ ​instructed​ ​ that,​ ​should​ ​they​ ​commission​ ​or​ ​enlist,​ ​they will ​be expected​ ​ to​ continue to ​remain​ ​in​ ​shape​ ​in​ ​order​ ​to​ be able ​to perform​ ​ the physically strenuous tasks associated with military leadership.​ ​

training​ ​and​ ​retainment events.​ ​For​ ​an​ ​MSI,​​ ​FTXs​ ​would​ ​ include​ ​learning​ ​how​ ​to​ ​complete​ ​land navigation,​ ​running​ ​ through​ ​team​-​building​ ​exercises,​ ​attending​ ​electronic​ ​carbine​ ​ ranges​ ​and rappelling​ ​down​ ​a​ ​35​-​foot​ ​tower​ ​under​ ​the​ ​ supervision​ ​of​ ​an​ ​instructor.​ These​ ​activities​ ​are​ ​all things​ ​ that​ ​a​ ​cadet​ ​may​ ​have​ ​to use as an officer ​in​ ​the​ ​Army.

In addition, during the MSI year the new cadets are evaluated by both the Army cadre personnel and senior cadet officers.

This evaluation leads to informal feed back and advice and is also considered when the decision is made by the Army early in the first semester of a cadet’s sophomore year whether to offer him or her a contract. The contract signifies the intent of the cadet to seek a commission in the Army and is a guarantee by the Army that a commission will be offered on satisfactory completion of the program. In addition, new During​​ ​the​ ​semester,​ ​both​ ​fall​ ​and​ ​spring,​ ​the​ ​MSI​ ​cadets​ cadets may apply for a three-year scholarship and evaluations have an ​opportunity​ ​to​ ​attend​ ​the​ ​biannual​ ​Field​ ​Training​ ​ will play a major role in whether such a scholarship is Exercise​ ​(FTX)​ ​at​ ​Fort McCoy.​ ​While participation in these field exercises is optional for MSIs, it​​is highly​​recommended​​ awarded. that those w ​ ho seriously desire to​​contract​​into the​​ROTC​​ During the year the new MSIs also have a chance to learn program​ ​and​ ​receive​ ​a​ ​commission​ ​upon​ ​graduation ​​ about Army traditions and social activities in two events participate. FTX​ ​in​ ​ROTC​ ​consists​ ​of​ ​two​ ​to​ ​four​ ​days​ ​of​ ​

A group of Military Science I and Military Science II cadets from Red Hawks Company receive an instructional overview from Military Science III Austin Heiselmann ’20 after arriving at Fort McCoy for the Battalion Field Training Exercise.

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known as Dining In and Dining Out. In both cases, the new cadets are exposed to long-standing Army traditions and come to understand that these traditions play a major role in building the cohesion of the Unit and an identity with the Army. Both events are also fun. Dining In is open to all cadets, including those who are not under contract, but is open only to military personnel. It is a formal dinner with dress uniform or a suit. The dinner follows a set ritual and includes several traditions. The Grog Bowl tradition is a punch made on the spot by various groups with the ingredients meant to be symbolic, though they are often comical. Anyone found violating a rule of the dinner is likely to be sentenced to take a trip to the Grog Bowl and drink as a display of dedication to the Unit. Another tradition includes funny skits and other fooling around. Dining Out is like Dining In except that it is open to spouses, dates and other outside friends of the Unit. There may be a speech by

a distinguished military person, but many of the more fun elements of the Dining In are also followed.

Finally, the various group activities and experiences, including the labs and especially the PT sessions, provide a special bonding opportunity among all the cadets from the MSIs to the MSIVs. ROTC cadets know that they must work harder and longer than their peers. The cadets also know that together as a group, along with their commitment to service to their country, they create a feeling that they are a special kindred group. They have their own dedicated space on campus and often hang out and do things together.

And with that, the now rather seasoned MSIs are ready to move on to their next year where the training in leadership begins.

Mastering the Skills: The Military Science II Year The MSII year is traditionally where cadets begin a transition from the introduction to the Army provided in the MSI year to beginning the development of their leadership abilities.

At the same time, the second year offers students who did not enter the program in their freshman year a final chance to join the Company. A few usually do. While the latecomers miss the MSI experience and exposure to the material presented in the MSI year, they are given special attention

Cadet Hannah Krueger ’21, a Military Science II cadet of Red Hawks Company, walks with another Fox Valley ROTC Battalion cadet during a land navigation test at Fort McCoy. 8 LEARNING TO LEAD

and are shown how they can pursue the information learned in the MSI year on their own time.

As a transition period, the MSII year is both a continuation of the MSI orientation to the Army as a profession and to the Army way of life and is also a new stepping stone in the process of becoming a commissioned officer. Many aspects of the MSI curriculum such as rank structure and drill are further developed, while new skills such as first aid, land navigation and military radio communications are formally introduced. Labs continue to provide hands-on application of the skills taught during MSII classes.

At the same time, both the class curriculum and other program elements are devoted to a new focus on leadership during MSII year. The Army’s approach to teaching leadership is based on recognition that Army operations at many levels require officers in charge to possess significant personal leadership ability and also that Army units at all levels are organizations that need management. The Army also recognizes that some aspects of leadership, such as various means of motivation, can be taught in a classroom.

The Army also acknowledges that leadership is largely an attribute of personality and character and must be developed individually through mentoring and maximized opportunity for practice. The principles of management, on the other hand, and especially management of U. S. Army organizations, can be taught in the classroom with

opportunities for practical application as cadet officers in the Fox Valley Battalion. The practical applications of leadership are evaluated by cadre and cadet leadership during times when any given MSII is to lead physical training or if they are put in a position of leadership. The theoretical aspects of leadership are capitalized on during classes and take up most of the time. Leadership techniques such as coaching, which facilitates almost everything, and mentoring, which facilitates a loose process but does not give exact directions, are introduced and expected to be learned. Each cadet is expected to hone his or her leadership skills in and out of ROTC functions, especially those who were anticipating an ROTC contract later in the year.

A more-than-adequate application of leadership by a cadet will usually land her or him in a higher position in the program. Squad and team leader positions are filled by cadets who have displayed that they know how to handle extra responsibility. During lab sessions, squad leaders are often tasked to assist the lab leader with duties. It is expected that, anyone who fills a role will be able to carry out its responsibilities. This is intended challenge MSII cadets as it is a full submersion into the chain-of-command process which was only touched on during class sessions. Squad leaders are required to disseminate information to their subordinate members and get information sent to their next higher command level. This may include simple information for tracking event attendance, but it is never taken lightly.

Proper operations methods are learned through information given by cadre as well as informal training from higher cadets. Formalities in communication are never specifically discussed so initiative by a cadet on their own is often evaluated well by superiors.

The evaluation of leadership and basic military function continues throughout the program. Since the MSII year is where cadets find themselves taking over more prestigious positions, the level of evaluation is now increased. Formal judgments are made and addressed during monthly counseling sessions which consist of a meeting where an MSIII or MSIV cadet will write a synopsis of the achievements and downfalls of the MSII cadet for the previous month. At the MSII level this is the only piece of tangible evidence concerning evaluation but is by no means where the assessments stop. Both cadre and cadet leadership keep mental notes of the effort being put into ROTC functions by individual cadets. Whether it be through physical training or class attendance, each cadet leaves an impression on their leadership. If the impression is good, usually meaning the cadet participated at a level above what is necessary, the outlook of receiving a contract is bright. If the impression is weak the outlook is grim. It is continually repeated that everything the MSII cadet does has an impact on his or her likelihood of receiving a contract and commission so those who truly want to be there must show it.

Cadet Rhett Cunningham ’22, a Military Science I student from Red Hawks Company, is encouraged by other cadets as he performs a tire flip during the Organization Day in 2018. The tire flip is almost always a part of the Commanders Cup Challenge.

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Contracting, which is the first large goal for any cadet wishing to commission, usually happens during the latter half of MSII year though some receive a contract in the fall semester. Receiving a contract means you are guaranteed to commission as an officer in the U.S. Army. Contracting into the ROTC program also means that the cadet will be held to the standard of a soldier with repercussions not previously found. Even though all cadets participated in APFT earlier, contracted cadets are expected to excel in the tests. Failure to excel can result in the removal of a contract, which is a rare occurrence because most cadets who receive a contract have already proven that they are exemplary leaders. Nonetheless, the looming threat of removal of a contract keeps cadets honest with themselves and others and helps ensure the integrity of both the individual and the ROTC program.

Receiving a contract also provides a wide range of summertraining and special training opportunities and challenges that have been added to the ROTC program in the past several decades. Among the opportunities is the Ranger Challenge. This originated at the University of North Carolina in 1987 and quickly spread throughout the country.

Each year the Challenge sets a different competitive goal such as 30-mile ruck marching. In 2016 the Fox Valley Battalion team took third place in the state. Ranger Buddy is a similar challenge that was developed at the University of Kansas in 1994. Ranger Buddy is completed by teams of two and the Fox Valley Battalion has participated in the program from the beginning. The Northern Warfare Challenge involves long ruck marches at higher altitudes along with cold weather survival skills. A final challenge is the German Armed Forces Proficiency Badge which is a German decoration that can be earned by cadets who meet or exceed expectations in several events chosen to test physical endurance and mental agility. This is the only decoration that a cadet can wear on his or her uniform after being commissioned as a second lieutenant.

Cadets who have not been through basic training, as have those cadets who entered ROTC following a tour in the National Guard, have a chance at an opportunity to participate in a mock basic-training camp at Fort Knox, Kentucky. This camp thrusts cadets into the program, showing them the ins and outs of basic military functions at a month-long summer exercise.

A new and popular opportunity is the Cultural Understanding and Language Proficiency (CULP) program.

The Army recognized that junior officers in today’s Army

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may easily be stationed overseas in Asia, Africa or Europe where the cultures are very different from their own. To address the issue, the Army developed a monthlong training exercise in which cadets are sent to a foreign country to learn about the culture and help train the local military academy cadets or the military personnel itself.

CULP is regarded as an outstanding Red Hawks Company Military opportunity as it Science IV, then Military Science II, Justin Filter ’19 dons a parachute allows cadets to see from the Malawi military during the functionality of his participation in Cultural a foreign military Understanding and Language organization and Proficiency program. immerse themselves into a culture well outside their normal experience.

Several other summer programs are offered by special branches of the Army to introduce cadets to the possibility of service in that branch. These include the Army Mountain Warfare School at Camp Ethan Allen in Vermont; the Airborne School at Fort Benning, Georgia, headed by the 507th Parachute Infantry Regiment; and the Air Assault School at Fort Campbell, Kentucky, home of the 101st Airborne Division. Cadets can also join West Point cadets in the Cadet Field Training program focused on individual training and small- unit tactics. Lastly, MSII cadets can apply for early slots in the Cadet Troop Leader Training (CTLT) program which is normally an MSIII assignment.

CTLT places cadets in the position of a platoon leader in an actual active-duty Army unit. This opportunity is also highly regarded as it gives insight into what cadets will see upon their graduation from the program and allows them to prepare for what is to come.

Preparation for Leadership: The Military Science III Year Army’s overall missions. Cadets are also taught the principles of command and control and communications systems used in the Army.

First Lieutenant Nick Henning ’18, then Military Science III, instructs how to properly apply face paint during his Field Craft Lab while using then Military Science II Cadet Justin Lafleur ’19 as a guide.

For many reasons, the advance from MSII to MSIII has always been the most significant jump for cadets. One of those reasons is that making it to MSIII year confirms that the cadets have received a contract and will be commissioned into the U.S. Army as a second lieutenant upon graduation.

Therefore, they are now expected to take the program more seriously and to be evaluated more seriously. Cadets who make it into MSIII are no longer given leeway for being late or missing assignments both in and out of ROTC. Thirdyear cadets are expected to show that they have earned their spot and that they will continue to develop their leadership bringing credit upon themselves and the ROTC program in their conduct of duties and in their attitude toward the program. In this regard, cadets understand that receiving a contract is not a safeguard to become complacent. Though rare, it is still possible for a cadet who fails to live up to expectations to be removed from the program. At the same time, cadets who show a genuine desire to develop their leadership potential will be more likely to be considered for senior positions in the battalion in their MSIV year though cadre sometimes challenge struggling cadets with the same positions.

On the academic side, the program continues to introduce cadets to aspects of the Army’s organization and management such as the military justice and supply management systems.

They are also introduced to the various branches of the Army and how they contribute to the accomplishment of the

However, the principle focus of MSIII classroom studies is on the further development of leadership abilities. Cadets begin to learn and are expected to begin using the Army’s standard operating procedures (SOPs) when conducting any given event in ROTC. More emphasis is put on completing proper paperwork. Training events are carried out in accordance with operations orders developed by senior cadet officers that follow the format in real life Army Operation Orders.

MSIII cadets are given leadership experience in planning training and other events in which they are expected to create an Operation Order which must be approved by the cadre and cadets above them in the chain of command. Along with the Operation Order comes a Deliberate Risk Assessment Worksheet which the cadets will work out in advance to determine what could go wrong with an event and what would be done to mitigate potential issues.

Leadership classes emphasize SOPs as the proper way to go about performing tasks. More emphasis is placed on completing proper paperwork, such as Operations Orders, which are an in-depth explanation of any given mission. But, most important, at the more philosophic level, MSIII cadets are expected to understand the Army’s attitude regarding leadership. When you are assigned a mission, you take complete ownership of that mission. You make the decisions.

And, understanding that you are responsible for any setbacks, you persevere until you successfully complete the mission. This is a stance adopted in ROTC and capitalized on throughout the entire military career of the cadet.

In addition, MSIII cadets take on more active leadership roles in training activities at both the company and battalion level.

At the company level, MSIIIs are expected to take leadership roles in physical training sessions and labs. MSIII cadets are often assigned a week of PT at a time and are required to create a plan of action for that week’s sessions. This method is also used for lab sessions. The MSIII cadet who is assigned a week is expected to create an Operations Order, Concept of the Operation and fill out a Deliberate Risk Assessment Worksheet that covers what could happen at the lab. Those plans, once complete, are briefed by the cadet to the cadre and given final approval. At the battalion level, MSIIIs take leadership roles in at FTXs and in Organization Day. At the

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Cadets Aubreigh Lafleur ’19, Nathan Faucett ’19, Justin Lafleur ’19 and Justin Filter ’19, all Military Science IIIs at the time, conduct a color-guard ceremony during the national anthem at a Ripon High School basketball game. Events, like these serve as community outreach and recruiting opportunities.

FTX events MSIII cadets are placed in positions to lead lanes, which are simulated missions. The cadetsl often rotate in positions such as the platoon leader, platoon sergeant and squad leaders in order to get a well-rounded idea of what each position does and how they impact the mission.

Another major change for MSIIIs is that the focus for training and leadership rapidly shifts from the company level to the battalion level. Almost from the beginning of the year, MSIII cadets no longer purely work with company-level leadership to get things done. MSIII cadets still fill the roles of company first sergeant, executive officer and even company commander, but as they do so, they increasingly find that they must work with and are evaluated by senior cadets making up the battalion staff. Most activities planned

by MSIII leaders at the company level are undertaken according to directives from the senior cadets who make up the so-called “S shops” on the battalion staff and who make the decisions. This requires the MSIII cadets to adapt their leadership to match the complexity of an overarching 12 LEARNING TO LEAD

organization, something that will be necessary in their careers after commissioning.

At the same time, MSIII cadets carry out a significant amount of their training working with the Battalion at Oshkosh.

They attend regular class sessions that traditionally meet Monday nights for three hours. The classes entail pieces of the battalion training meetings which are pertinent to the operations being performed by the individual cadets. At the same time, they also meet the MSIIIs from other participating schools in the Battalion, form new relationships and begin to form an identity with the Battalion as well as the Red Hawks Company. Cadre usually expect MSIII cadets to memorize each other’s names and pertinent information to create the most cohesive unit possible.

Cadet evaluation becomes far more significant in the MSIII year. Coming on top of judgments of performance made earlier, the evaluation carried out the third year plays a significant role in decisions made by the Army in regard to

Cadets of Red Hawks Company conduct a monthly diagnostic Army Physical Fitness Test to ensure PT sessions are being conducted to Army standards. both the branch to which cadets will be assigned, and the component active duty, National Guard or Army Reserves.

At the beginning of the MSIII year, all cadets review how the cadre personnel and fellow cadets viewed them in the hope that, if they are lacking in some area, they can work on improvement. The evaluations made by cadre in the MSIII year regarding both the competence of cadets being

evaluated and their dedication to the program and the Army are forwarded to the battalion professor of military science and eventually on to Cadet Command where branch and component assignment decisions are made. Those cadets who have earned high marks are more likely to get their preferred branch and component assignments.

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Taking Command: The Military Science IV Year

Fox Valley ROTC Battalion cadets participate in a planning summit. The summits are held twice a year, once before each new semester, to generate plans of execution for battalion events.

The fourth-year experience as an MSIV is the culmination of the cadet’s education and training program in ROTC. It provides significant opportunities to practice and develop leadership skills and practical experience. The focus is on the Army’s system of organizational management and the tactics at the platoon level where they will start once commissioned as second lieutenants. This is accomplished by giving the MSIVs major responsibilities and considerable freedom to carry them out.

The MSIV experience begins in the summer before the cadets’ senior year in a four-week intensive training program called Advanced Camp. The camp begins with an introductory week that includes refresher training in marksmanship and other areas, completion of the rappel tower and an obstacle course and a mental aptitude test that plays a role in branch assignments. The next two weeks include intensive field training in a series of FTXs in which cadet platoons face off against each other in tracking, combat and other operations. Cadets rotate leadership positions so that they understand the roles of platoon personnel. The final week is a recovery period in which cadets complete gear maintenance and turn-in. During one day, cadets talk with representatives of the different branches of the Army to help make their final selection. Camp ends with formal graduation exercises open to families and friends.

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During the MSIV academic year, course instruction continues to emphasize leadership and a special emphasis on management. The Army is an organization which requires its leaders at every level to have managerial and personal leadership skills. While organizational management skills are discussed in some of the courses that cadets have taken earlier, the MSIV year is their first opportunity to apply the skills by serving on the battalion staff. The staff matches the structure of all Army unit staffs allowing cadets to learn how to function within such structures. The chief mission of the battalion staff is to organize and supervise the battalion training program. The cadet battalion commander provides guidance for the semester. Cadet staff officers develop training plans by coordinating inputs from other cadet staff members who are responsible for administration, intelligence and supplies. The plans are based on Operation Orders for the year that are augmented by weekly updates.

These Operation Orders provide guidance for the company commanders who carry out the specific training programs.

Special Operation Orders are also developed for battalion training operations such as the fall and spring FTX and for social events such as the annual Military Ball.

An FTX is typically three to four days long and includes either the Battalion as a whole or the region’s task force.

A task force is comprised of multiple battalions from the

almost always be evaluated by either cadre or a selected MSIV to receive feedback on how they can improve their leadership styles.

Two Fox Valley ROTC Battalion Military Science IV cadets talk about a plan of action before giving Military Science III cadets a new STX lane challenge. area. One of the advantages of training at the task-force level, which is the preferred method of training for all FTX operations, is that it allows cadets to train with individuals who have experiences from other cadre. Joint training also lightens the load on the planning officers as different training events can be assigned to different schools. Like any organization, gaining experience through multiple different viewpoints helps to diversify the problem-solving process and ultimately helps to make it more efficient and effective.

Fox Valley Battalion FTXs are almost always held at Fort McCoy and usually consist of separated training. MSI and MSII cadets typically participate in introductory training, following suit with what they are learning on campus. This training is usually broken up into group engagement in which small groups of new cadets are led by an available MSIV. MSIII FTX training is usually conducted in two major ways. The MSIIIs will be tasked to complete individual tasks such as land navigation and weapons qualification. On the remaining days it is typical for MSIII cadets to come together as squad-size elements and conduct Squad Training Exercise (STX) lanes. These STX lanes reflect what the MSIII will see at Advanced Camp, requiring assigned MSIII leadership to evaluate stressful situations and make tactical decisions in order to accomplish a combat operation. The MSIIIs will

Super Lab is a relatively new development for the Fox Valley Battalion and owes much of its operational success to Lieutenant Colonel Keven Beattie. Super Lab was created as a day-long battalion-level training exercise with the objective of evaluating the status of the leadership and tactical knowledge of current MSIII cadets. All Super Labs have been held in Ripon’s Ceresco Prairie Conservancy and South Woods Nature Preserve. The prairie and woods were selected because they could offer multiple different mission-oriented lanes running simultaneously. The location of the training area in correlation to the Fox Valley Battalion headquarters at Oshkosh also made it desirable for a one-day event. Like the FTXs, Super Lab consists of STX lanes led by MSIIIs. Since the Super Lab is unique to the Fox Valley Battalion, only cadets from the Battalion are used in its preparation and execution. Llike FTX, the MSIIIs are evaluated by cadre or selected MSIV graders who will write a Blue Card the form used for evaluation at summer camp.

Throughout all this, the cadet staff officers are given wide leeway. The cadre officers largely tend to mentor the cadets rather than direct them. As one MSIV stated, “They figure we can learn from our mistakes.” In addition, positions on the battalion staff rotate at the end of the fall semester to give cadets a wider range of experience.

While cadets have had opportunities to develop leadership abilities at lower levels since they were MSIIs, MSIVs now can practice leadership at the command level. Each semester at Ripon, an MSIV will act as the company commander of the Ripon Red Hawks Company. As such they have complete responsibility for training the cadets in the Company.

In doing so, they will follow guidelines provided by the Battalion overall Operations Order and its weekly updates as well as all other communications from the battalion staff.

At the same time, the company commander can carry out special activities on their own initiative. In 1997, an energetic Red Hawks Company commander organized an ROTC alumni gathering and dinner and initiated a plan to have the Company join Scabbard and Blade, the ROTC Honor Society.

In carrying out this responsibility company commanders must learn to delegate tasks to subordinate cadets and to supervise and mentor the MSIIIs and MSIIs who are acting as platoon and squad leaders. They must appoint and supervise cadet officers-in-charge of specific events as well as weekly

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physical training programs. They also mentor individual MSIIIs and MSIIs and provide input into their evaluation.

And, as is the case at the battalion level, the Red Hawks Company commander is mentored by the cadre officer assigned to the Company and also given considerable leeway and the opportunity to learn from mistakes.

Finally, at the company level, MSIVs also act as instructors in the two-hour weekly labs now held on Thursdays. These labs are largely devoted to learning to operate weapons and equipment as well as execute tactical skills. MSIV cadets serve as an experienced asset which the MSIIIs are expected to utilize and do not serve as chief executors of training.

The social highlight of the MSIV year is the Military Ball, a traditional formal dinner held toward the end of the academic year. Military Ball is intended to celebrate the unit’s accomplishments and to bring all unit cadets, dates and even some parents together in a formal setting. Military Ball, or just Mil Ball, is a staple of military life and is conducted throughout the Army. It is full of traditions like the special set of toasts and the missing man table. Another tradition is the infamous grog bowl created on the spot by

cadets representing different branches pouring in their own additions. It also features a main speaker who is traditionally a distinguished officer or non-commissioned officer. Finally, the main event of the evening is the introduction of the MSIV cadets who are about to be commissioned. The cadets enter the banquet room with their dates under a saber arch. They are introduced and their branch assignment is announced.

The Mil Ball then finishes with a dance.

The MSIV year and the entire ROTC experience ends with a formal ceremony in which cadets receive their commissions as second lieutenants in either the U.S. Army, the National Guard or the Army Reserve. The ceremony is held at the battalion level on the campus of one of the participating colleges. The ceremony includes a speech by a distinguished senior officer followed by the presentation of commissions.

Each cadet swears an oath to support and defend the Constitution of the United States. After doing so, members of the family and/or a significant friend pin on the second lieutenant bars.. Finally, the tradition of the First Salute is rendered, in which the new second lieutenant receives a salute from a chosen enlisted person and gives the soldier a symbolic silver dollar in return.

Newly commissioned second lieutenants of the Fox Valley ROTC Battalion pose for a final photo and applause before the crowd congratulates them on stage. The cadets are holding an Army Officers Guide, a traditional gift from the battalion commander.

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Final Thoughts CADET NATHAN FAUCETT ’19 Finishing my seventh semester as a student and cadet, my experience has shown me two other sides of ROTC that are not seen in the organization manuals but become increasingly apparent in the training experience.

One is that the ROTC program is not just a pathway to a commission as a second lieutenant in the U.S. Army. It is also a community. We cadets may pursue different majors, we may live in various places on campus and we may belong to different social groups, but we are still a community unto ourselves tightly bonded by shared experiences and a common commitment. We take classes together. We wear our uniforms on campus several days each week as appropriate. We carry out physical training together each day. We train together in off-campus outdoor settings several weekends a semester in weather that is not always hospitable.

We have our own distinct set of social activities with their own set of traditions that remind us that we are already part of something far greater than ourselves. In addition, we have close relationships with the cadre personnel who mentor and advise us. As a result, we act like a community. We hang out together. Far more important, we encourage each other in our efforts to achieve higher standards. We are there to help when things go wrong and we are there to cheer and congratulate our fellow cadets when things go right. We value all this because it makes us better students, cadets and human beings. We value this also because we know it will reward us with life-long friendships.

of traditional academic disciplines in order to gain a wellrounded skillset of the problem-solving and critical-thinking tasks necessary to the exercise of leadership. What cadets learn in the ROTC program is that each of the academic disciplines they study have real-life applications.

Cadets study physical therapy and kinesiology in their development of physical training plans and recovery operations and they study communications and media management when reaching out to the community for recruiting events. Cadets study business management and economics when they raise funds and budget for battalionwide events and they learn engineering skills during problem-solving puzzles at FTX. Cadets study history and leadership in their battle analysis and development of plans.

They are psychologists, sociologists and philosophers in their approaches to motivating others and keeping the younger cadets on course. Cadets are biologists when discerning what the proper type of camouflage would be and how long a leaf can last without wilting. Cadets are year-round athletes, consistently participating in physical challenges when other college sports last merely a few months.

The cadets of the Fox Valley ROTC Battalion are all these things and much more. They are conditioned to lead the nation in all its future endeavors, military and civilian, because of the leadership opportunities they have been given in and out of class. The life of an ROTC cadet is complicated and can best be summed up in this phrase: Learning to Lead.

The second side of ROTC is the relationship of the experience to a liberal arts education made up of the study

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About Ripon College

Ripon College, established in 1851, is Wisconsin’s best-value private college and a national leader in liberal arts education, devoted to ensuring every student realizes their unique potential.

Ripon’s five-course Catalyst curriculum rigorously develops the 21st-century skills employers seek while streamlining the path to graduation. Catalyst ensures students have extensive freedom to complete multiple majors and minors, study abroad and hold internships in four years.

Ripon offers more than 80 areas of study along with unique pre-professional programs that provide qualified students preferred and early admission into graduate programs, and in some cases, a fast-track to earning sought-after professional degrees sooner.

Students are overwhelmingly satisfied with the amount of personalized attention they receive from devoted faculty and staff. Within six months of graduation, 98 percent of alumni are employed, in graduate school or student teaching. Our annual alumni giving rate is among the highest of any college of our size.

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Ripon is a member of the prestigious Associated Colleges of the Midwest (ACM). The College competes athletically as part of the Midwest Conference and offers 21 NCAA Division III varsity teams. Ripon has a student-to-faculty ratio of 12:1, and the average class size is fewer than 20 students.

The College is in the historic city of Ripon, Wisconsin — a friendly, safe community of just under 8,000 people. The campus comprises 250 tree-lined acres and 27 buildings, 10 of which are listed on the National Register of Historic Places. A sustainable campus, Ripon is home to the Ceresco Prairie Conservancy with 130 acres of native prairie, oak savanna and wetland habitat in the making.

The recent $23.5 million additions and renovations to the athletics, health and wellness center include new high-tech classrooms, a state-of-the-art fitness center, an NCAA indoor track, performance courts, fitness studios, athletic training center, an atrium, new conference and meeting spaces, and other enhancements. Other recent campus updates include an apartment-style residence hall; enhancements to the student union, dining facilities and student activity spaces; and an upgraded recital hall.

300 West Seward Street Ripon, Wisconsin 54971 920.748.8115

ripon.edu